Invasion of the MOOCs: The Promise and Perils of Massive Open Online Courses es una colección de ensayos escritos por los profesores y estudiantes que tienen experiencia de primera mano con MOOCs en formato PDF.
Raths, D. (2014) An e-portfolio with no limits Campus Technology, March 2
This is an article on a project by the University of Mary Washington, Virginia, that enables all students to create their own academic web presence through the provision of a university-wide blogging platform. The article provides some good examples of student work done through this project, particularly in history. A recent development at UMW has been the creation of a community site that aggregates the activity of the project, including sites created and content published. The article also provides links to similar projects at Emory University and Davidson College.
This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.
“If an institution’s stated strategy is to promote the use of educational technology, that institution must establish an adequate framework for faculty to use technology successfully. This includes not only formal incentive structures but also the development of a sufficient educational technology infrastructure and a satisfactory framework for educational technology support.” Faculty Adoption of Educational Technology by F.Z. Moser
Victoria Marín's insight:
Reflections on why integrating technology is so challenging and difficult. The Faculty Educational Technology Adoption Cycle (Franzisca Moser's model) is also included.
Keywords:open educational resources;technology-enabled learning;OER definitions;alternative learning models;knowledge society;Hayekian benefits;future of learning;societal functions of education
The extremely rapid expansion of open educational resource (OER) initiatives and the millions of learners they attract can be understood as an indicator of an emerging revolution in education and learning. This article describes recent developments in this area and develops conceptual foundations for studies and policies on OER. We describe four different types of OER, locate these in a field of learning theories, and discuss how the wide adoption of OER may constrain and accelerate the transformation of learning and education in the knowledge society.
Content curation will play a major role both in the way we teach and in the way we educate ourselves on any topic. When and where it will be adopted, it will deeply affect many key aspects of the educational ecosystem. This article,
La Universidad de Sevilla, a través de su Secretariado de Recursos Audiovisuales y Nuevas Tecnologías (SAV), publicará en los próximos meses en el marco del II Plan Propio de Docencia una convocatoria dirigida a su personal docente e investigador ...
Here are some of my recent thoughts on learning spaces at universities, and the impact of student owned personal technologies:
As the shift from location specific learning to untethered learning gathers pace, so the personal device gains increasing importance. Distributed forms of learning are burgeoning, and geographical distance between learners and their parent institutions is less of a problem. This is because learners are intimately familiar with the capabilities of their own devices, and are able to use them to learn in creative and productive ways. 'Bring your own device' is now common place in universities and students no longer need to study in a single location. If students are no longer required to be in the same place as their teachers, several things become apparent.
The collection of electronic course templates suggested in this article results from collaborative investigation between instructional support staff and academic staff users of the virtual learning environment (VLE) at two institutions, one in the United Kingdom and the other in the United States. The particular VLE in use at both institutions was Sakai, although the experience described here can be applied to the design process and workflow using any VLE that allows the selection and some configuration of standard tools.
We applied the lattice model of A, B and C (2012) to design and build a set of six course site templates, which are used as the basis on which site owners can easily build new sites in the VLE. As the ultimate goal of template provision is to underpin pedagogy, academics are free to use a template or build a site from scratch, based on their own teaching context, and they may adapt any template according to the pedagogical purpose and nature of the course. The underlying assumptions are that academic staff retain full control over the content, tools and permissions in their new site. The templates are not mutually exclusive – that is, aspects from any template may be incorporated, where applicable, into another one.
We conclude that it is helpful for the VLE support team to take the lead in proposing a set of templates according to the predominant teaching and learning models in use at a particular institution, which may contribute to consistency across course sites and ultimately result in an improved student learning experience.
There are a variety of helpful tools to choose from to make content curation fun and useful. It’s important to choose a tool that will grow with you as you strive to use technology as a tool that helps you "Teach Above the Line" and transform learning.
Estamos viendo grandes avances en el tema de Realidad Aumentada en el terreno educativo ya que ofrece interesantes ventajas para combinar el formato papel con el contenido web, algo que hace unos años habríamos calificado como auténtica magia. Con Layar podremos dar vida a posters, libros, apuntes, folletos, tarjetas, etc. añadiendo contenido web de forma sencilla. Este contenido es visible gracias a la App Layar para dispositivos móviles, tanto para Android como paraIOS. Sabemos que los móviles ya se han implantando en la vida personal de nuestros alumnos y debemos trabajar para que poco a poco formen parte también de la vida educativa. Con aplicaciones como Layar damos utilidad educativa a los móviles a la vez que ofrecemos un contenido extra a los materiales de clase.
Victoria Marín's insight:
Cómo usar la aplicación de realidad aumentada Layar y sus utilidades educativas.
La posibilidad de utilizar móviles y tablets en el aula o fuera de ella, nos proporciona un amplio abanico de posibilidades educativas. En este curso veremos dos herramientas para realizar escenas de realidad aumentada: Aurasma y Layar.